Chapter 1

The first chapter of Karin Hess' book "Rigor by Design, Not Chance" lays the groundwork for understanding the idea of rigor in education and its crucial part in preparing students for success in college and the workforce. It presents the notion that rigor is the process of pushing students to think deeply and critically about the material they are learning rather than the act of making learning more difficult. This in-depth contemplation is considered essential to acquiring the critical thinking abilities required for success not just in the academic but also in the professional spheres. The chapter also highlights the value of creating an environment in the classroom that encourages critical thinking and learning. It emphasizes that students are more likely to participate in demanding learning when they feel secure taking chances, asking questions, and working with others. The chapter identifies six key qualities for deeper learning: mastery of foundational academic material, critical thinking and problem-solving skills, collaborative problem-solving skills, effective communication, understanding of studying, and academic mentality.

On the other hand, an integrated approach to professional development is explored in the paper "An Integrative Approach to Professional Development to Support College- and Career-Readiness Standards" written by Pak, Desimone, and Parsons in 2020. This strategy is specially created to promote criteria for students' preparedness for college and careers, emphasizing the need to properly equip teachers to instruct and evaluate students following these high standards. The authors contend that to prepare teachers to apply these requirements adequately, professional development should include more than a few isolated sessions. The essay also highlights the need to support instructors, foster peer cooperation, and deliver helpful criticism as they modify their instructional strategies to meet these criteria.

The similarities between Chapter 1 of "Rigor by Design, Not Chance" and the essay by Pak, Desimone, and Parsons may be attributed to their focus on academic rigor and the vital skills required for success in today's competitive academic and professional environments. The necessity of rigor is emphasized in Chapter 1 and the article, but in different ways. While Chapter 1 focuses on defining rigor, highlighting its intrinsic value in critical thinking and deep understanding, and highlighting the competencies that foster it in students, the article also emphasizes the need for extensive professional development to give teachers the skills and strategies they need to effectively support standards for college- and career readiness, which inherently demand rigor.

A shared topic of professional growth relates the two sources. Chapter 1 discusses the significance of a supportive classroom environment, emphasizing that students are more likely to engage in deep thought when they feel safe, are allowed to take chances, and can work with others. This aligns with the article's focus on educators working together and supporting one another continuously as they strive to adopt high standards. According to the two sources, professional development is a continuous process that includes information acquisition and the practical application of that knowledge in the classroom.

Furthermore, in order for students to participate in deeper learning, they need to possess the competences listed in Chapter 1. These skills go beyond memorizing and allow pupils to comprehend ideas and use them in real situations. While concentrating on educators, the paper by Pak, Desimone, and Parsons emphasizes the significance of providing instructors with the resources and methods required to promote these student abilities. The two sources complement one another in this manner, highlighting the significance of these abilities from both the student and teacher viewpoints.

 

References

Hess, K. (2023). Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment. ASCD.

Pak, K., Desimone, L. M., & Parsons, A. (2020). An Integrative Approach to Professional Development to Support College-and Career-Readiness Standards. Education Policy Analysis Archives, 28(111), n111.

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